TPTG 2 Latest

TPTG620-Teaching Practice Long term
Student Name Sana Shabbir
Student ID BC210402705
Submitted To Mam Zareen Taj
Sr. No Grade/ Subject Topic/ Sub Topic

Class
1 8 Science Air pollution and their sources
2 8 Science Air pollution properties and their effects on human organs
3 8 Science Effects of deforesting on wildlife

4 8 Science Saving the earth
5 8 Science Heredity
6 8 Science Human organ system (Nervous system)
7 8 Science Global warming (Greenhouse effect)
8 8 Science Parts of an animal cell
1 9 Mathematics Addition and subtraction of Matrices
2 9 Mathematics System of Linear equations
3 9 Mathematics Real numbers
4 9 Mathematics Common and Natural Log
5 9 Mathematics Polynomials
6 9 Mathematics
7 9 Mathematics
8 9 Mathematics
1 10 English Active and Passive Voice
2 10 English Try again (poem)
3 10 English Letter to Mother
4 10 English Direct and Indirect Speech
5 10 English Faithfulness
6 10 English Hazrat Muhammad (SAW) an Embodiment of justice
7 10 English Preposition
8 10 English Noun
Lesson Plan 1
1. Subject:
General Science
2. Grade level :
Class: 8th
3. Text Book :
General Science
4. Topic & Sub Topic :
Air Pollution and their sources
5. Time duration:
40 minutes
6. General Objectives :
After this reading student will be able to understand the Air pollutant and also able to
understand to overcome the air pollutant sources.
7. Specific/Instructional Objectives :
Following are the bloom taxonomy to make the objectives.
8. Resources/Materials A.V aids:
 Text Book
 Whiteboard/internet resources
 Bio lab for experiments
 Hard Charts (for diagram)
 Internet resources
Procedure:
a. Introduction :
In large cities across the country, ozone and nitrous oxides from vehicle emissions rise to the top
of air quality concerns and take their place with the general particulate matter category. Vehicle
exhaust is full of extremely tiny toxic particles. During poor venting days, especially in the
summer, you can see this pollution as a dense brown haze. Forty percent of the PM in that haze
is from vehicles.
Some developments that have reduced vehicle emissions include newer technologies (like the
Smart Car), more efficient internal combustion engines, and cleaner fuels.
However, the best way to reduce vehicle emissions is to reduce vehicle use as much as possible.
At least, when vehicles are in use, reducing unnecessary idling is beneficial for air quality.
Indoor Air pollution
Bringing natural gas inside the home and burning it are significant sources of indoor chemical
contaminants. Exposures can be minimized from gas stoves, for example, by using a good fume
hood that vents upwards and outside; adjusting the burners so the flame tip is blue, not yellow;
and using pilotless ignition.
Starting and stopping a car in an attached garage, even with the door wide open, results in
emissions of various chemicals that can be drawn into the house over a period of hours. For
example, there are measurable concentrations of benzene in homes with attached garages. After a
car has left, carbon monoxide levels in the house can climb to levels that will set off a CO alarm.
Exposures can be minimized by venting contaminated air outside, and by ensuring that the
garage is airtight.
There are many non-combustion sources of
indoor air pollution including mould, dander,
pressed wood products, building materials,
furnishings, carpets, household products like air
fresheners, and even some air cleaners that
produce damaging charged particles and ozone
when operating.
Your home is your castle. Have a look around
and make sure your air is safe and clean from
the inside out.
Teaching Procedures:
By giving demo, questioners asking from the students and give the answer in satisfied manner,
using whiteboard and formulate the mechanism of covalent compound.
b. Student Participation
To present in enjoy full manner giving the intension by telling interesting information and the
experiments about it how to identifies good metals.
c. Formative check
By questioning and performed by the student at that time during the lecture.
d. Closure/summarizing (how will you end the lesson

Repeating and revised the lectures and point out the main pint and order to students
to find the answers.
9.Assignment or Homework:
Q1.What is air pollution and its sources?
Q2.What is the major source of air pollution?
Q3.What is the 10 causes of air pollution?

10.Assessment of Student Learning:
 Where doses Air pollution come from?
 Effect of air pollution?
 Impact and fact and cause?
This set of Environmental Science Multiple Choice Questions & Answers (MCQs) focuses
on “Air Pollution Sources.
1. Which of the following gases has the highest affinity for blood hemoglobin?
a) Carbon dioxide
b) Oxygen
c) Carbon monoxide
d) Nitrogen
2. Which is the major source for sulphar dioxide?
a) Volcanic eruptions
b) Coal and crude oil combustion
c) Burning of petrol
d) Sewage treatment process
3. Which of the following are sources to fluorine air pollution?
a) Coal combustion
b) Steel industries
c) Phosphate fertilizer manufacturing
d) All of the mentioned
4. Which is/are the most significant air-borne allergen(s)?
a) Fungi
b) Pollen
c) Soot
5. Pesticides also contribute to air pollution along with polluting underground
reservoirs.
a) True
b) False
Lesson plan NO 2
Subject:
General Science
Grade level:
8th
Text Book:
General Science
Topic & Sub Topic:
Air Pollution properties and effect on human organ
Time duration:
45 minutes
General Objectives:
After this reading student will be able to understand the Air pollutant and also able to understand
to overcome the air pollutant sources ,Specific/Instructional Objectives (Following the bloom
taxonomy to make the objectives
Resources/Materials A.V aids:
 Text Book
 bio lab for experiments
Procedure:
a. Introduction :
Air pollution can also cause headaches, dizziness, and nausea. Long-term health effects from air
pollution include heart disease, lung cancer, and respiratory diseases such as emphysema.
Air pollution can also cause long-term damage to people's nerves, brain, kidneys, liver, and
other organs
Air pollution is determined as the presence of pollutants in the air in large quantities for long
periods. Air pollutants are dispersed particles, hydrocarbons, CO, CO2, NO, NO2, SO3, etc.
Air pollution may be damaging every organ and virtually every cell in the human body,
according to a comprehensive new global review.
The research shows head-to-toe harm, from heart and lung disease to diabetes and dementia, and
from liver problems and bladder cancer to brittle bones and damaged skin.
Short-term exposure to particulate pollution can:
 Aggravate lung disease causing asthma attacks and acute bronchitis.

 Increase susceptibility to respiratory infections
 Cause heart attacks and arrhythmias in people with heart disease
Even if you are healthy, you may experience temporary symptoms, such as:
 Irritation of the eyes, nose and throat

 Coughing
 Chest tightness
 Shortness of breath
using whiteboard and formulate the mechanism of covalent compound.
b. Student Participation
c. Formative check
d. Closure/summarizing (how will you end the lesson)

Repeating and revised the lectures and point out the main pint and order to students to find the
answers.
Assignment or Homework:
 What is the main pollutant?

 How does air quality affect our health?
 Write a note on Air pollution ?
Assessment of Student Learning:

Q1.What is the 5 effects of air pollution?
Q2.What happens if you breathe unhealthy air?
Q3.How does air quality affects our health keywords?
Q4.Write the seven types of air pollution ?
Q5.Write health effect of air pollution.

MCQs:
This set of Environmental Science Multiple Choice Questions & Answers (MCQs) focuses
on “Air Pollution – Effects
1. How does carbon monoxide affect the human body?

a) It does not allow binding of oxygen with hemoglobin
b) It reduces the surface area of the alveoli and disrupts gaseous transfers
c) It causes the liver to malfunction, increasing bile secretion
d) It reduces the body’s tendency to absorb water thereby making us feel dehydrated
2. What is the Haldane equation used for?

a) To measure the amount of oxygen converted to ozone for a given wavelength of UV light
b) To measure the ratio of affinity of carbon monoxide and oxygen to bind to a hemoglobin
molecule
c) To measure the percentage of carbon monoxide that is oxidized to carbon dioxide in various
levels of oxygen
d) To calculate the percentage of oxygen addition and carbon dioxide removal during respiratory
action
3. How does nitrogen affect the human body?

a) Increases vulnerability to pathogens
b) Destroys the macrophages
c) Injures the defense mechanism of the lungs
4. Which of the following is the current major contributor to lead air pollution?
a) Motor vehicles
b) Metal processing centers
c) Waste incinerators
d) Lead acid battery manufacturing units
5. How does lead affect the human body?

a) Increases blood pressure
b) Damages the cerebellum, liver and kidney
c) Leads to reproductive disorders and osteoporosis
6. Which of the following belongs to class of extremely toxic dioxin compound(s)?

a) Polychlorinated dibenzo-p-dioxins
b) Polychlorinated dibenzofurans
c) Polychlorinated biphenyls
7. Crocidolite, actionide and amosite belong to which of the following category of

pollutants?
a) Particulate matter
b) Asbestos
c) Dioxins
d) Cigarette smoke
Lesson Plan NO 3
1. Subject :
General Science
2. Grade level:
Class: 8th
3. Text Book :
General Science
Effect of deforesting on wildlife
5. Time duration:
40 minutes
understand to overcome the air pollutant sources and effect of wood cutting I mean to say
deforesting effect on wildlife
7. Specific/Instructional Objectives:
Following are the bloom taxonomy to make the objectives.
 Text Book
Procedure:
a. Introduction:
Reduced Biodiversity
They become more accessible to hunters and poachers, their numbers begin to dwindle and some
eventually go extinct. Even localized deforestation can result in extinctions as many
unique species exist in small isolated geographic locations in the world.

The slogan for the pictures is, “When the wood go, wildlife goes.” In other words, when you
take away irreplaceable animal habitats, you are taking away animal rights to life as well.
The images might be hard to stomach but they share such an important message, if we don’t do
something now to stop deforestation we have a lot left to lose.
Technically, deforestation is the permanent destruction of forests in order to make land available
for alternative uses, such as farming or housing.
The United Nations’ Food and Agriculture Organization (FAO) reports that aroun of forest are
lost to deforestation every year.
By giving demo, questioners asking from the students and give the answer in satisfied
manner ,using whiteboard and formulate the mechanism to control the damaging wildlife
animals .
Student Participation:
Formative check:
Closure/summarizing(how will you end the lesson
Repeating and revised the lectures and point out the main pint and order to students to find the
answers).
9. Assignment or Homework:
 How does deforestation affect wildlife?
 What are the 5 effects of deforestation?
 How many animals die because of deforestation?
 How does deforestation lead to extinction of plants and animals?
10.Assessment of Student Learning

 Deforesting and degradation of forest
 How does deforesting effect on the animal?
 Deforesting fact and information?
 Deforesting and hunting effect?
This set of Energy & Environment Management Multiple Choice Questions & Answers
(MCQs) focuses on “Deforestation”.
1. In which forest we can see deforestation to large extent?

a) Atlantic forest
b) Amazon forest
c) Borneo forest
d) Sumatra forest
2. Due to deforestation the pure air that we intake became less in its availability.
a) True
b) False
3. .The biggest driver of deforestation is_______________
a) Agriculture
b) Forest fire
c) Volcanic activities
d) Soil erosion
4. The best way to reduce deforestation is by_________________

a) using more paper
b) clear more area of trees to grow plant
c) Burning forest in order to create cultivated land
d) clear more area of plants to grow trees
5. Deforestation is a good process.

a) True
b) False
Lesson Plan NO 4
1. Subject :
General Science
2. Grade level :
Class: 8th
3. Text Book :
General Science
Saving the Earth
5. Time duration :
40 minutes
understand to overcome the air pollutant sources and how to save the earth which resources
are used to save the earth and overcome the pollutant and deforesting affect.
7. Specific/Instructional Objectives:
Following the bloom taxonomy to make the objectives )
 Text Book
Procedure:
a. Introduction:
If a well-informed choice must be made regarding our most urgent task today, then the choice is
likely to fall on climate change. Another way which has been suggested is to replace fossil fuels
by huge nuclear plants or by too many large dam projects.
Both these options can also be ecologically destructive and hazardous in many ways. It is
important to emphasize that there are a wide range of other options, apart from well-planned
renewable sources of energy..
Many villages are at present poorly served by commercial energy. Rather than imposing existing
ecologically destructive models on them, models of decentralized renewable can be developed in
which keeping in view local conditions villagers choose from sources of renewable energy in
creative ways and maintain their systems, with some technological help from outside sources.
Urban communities such as housing societies, youth and student organizations, can be involved
in switching to renewable in ways that suit their conditions, as well as in planting trees and
taking care of them.
Discussion:
All of us are dependent on nature for our sustenance food, shelter as well as recreation or
amusement.
Certain needs are natural and biological, and some are socially acquired and artificial. The
phenomenal advancement of science and technology has fulfilled a large measure of human
needs; it has also generated new needs and improved ways to satisfy them.
Not only has human longevity been extended, but the quality of life has also improved to a great
extent. Indeed, our hunger for more and more comfort and pleasure has created a new horizon in
terms of needs.
using whiteboard and formulate the mechanism.
b. Student Participation :
experiments about it how to identifies the main questionnaires .
c. Formative check :
d. Closure/summarizing :
How will you end the lesson Repeating and revised the lectures and point out the main pint and
order to students to find the answers.
9. Assignment or Homework
 How can we save the Earth?
 How can we save the Earth 10 lines?
 Why is saving the earth important?
 How much will it cost to save the Earth?
10. Assessment of Student Learning
 How to save earth?
 Define 5 way of saving Earth?
 Which factor reduces the earth distortion?
This set of Energy & Environment Management Multiple Choice Questions & Answers
(MCQs) focuses on “Saving the Earth ’’
1. Environment can be kept clean and green by using
a) Less energy
b) Environment friendly technology
c) Protecting wildlife
d) all of them
2. People should be banned to hunt in forest or collect wild plants to ensure protection of
a) Wild life
b) Ecosystem
c) Food chain
d) Food web
3. Reduce, reuse and recycle can conserve our
a) environment
b) Food
c) Climate
d) Oxygen
About This Quiz & Worksheet
There are many ways we as individuals can positively impact the environment. This quiz and
worksheet combination will help determine how familiar you are with these methods by asking
you to choose the best answer when presented with different options for action.
Quiz & Worksheet Goals

Will be quizzed on:
1. Actions individuals can take to protect the environment
2. Why individuals matter in environment protection
3. Political involvement in regards to the environment
Skills Practiced
The following skills will be practiced:
Reading comprehension:
Ensure that you draw the most important information from the related lesson on environmental
protection
Critical thinking:
Apply relevant concepts to examine information
Knowledge application:
Use your knowledge to answer questions about different methods individuals can utilize to
protect the environment
Additional Learning
Develop your understanding by studying the accompanying lesson, The Role of Individuals in
Protecting the Environment. This lesson will focus on the following objectives:
 Understand why individuals matter in environmental protection.

 Learn some actions you can take daily, including composting.
 Address the importance of transportation choices in regards to the environment.
Save Earth Project:

Lesson Plan 5
Subject:
General Science
Grade level:
8th
Text Book:
General Science Punjab Text book
Topic & Sub Topic:
Heredity
Time duration:
40 minutes
General Objectives:
Students will be able to know and about Heredity.
Specific Objectives:
1) Students will be able to know and explain what heredity is and how it works.
2) Students will also be able to explain the whole procedure to their classmates.
3) Students will be able to understand why they have specific colour of their eyes, hair and other
why their other body organs seem like that.
Resources/Materials A.V aids:

o Text Book
o Whiteboard
o Charts and av aids
o Duster and marker
o Boys and girls for demo and live characteristics observation.
o Hard Charts (for diagram)
o Internet resources
Procedure:
Introduction:
First of all, teacher will check the prior knowledge of the students about this topic asking
few questions. Teacher needs to bring some material for demonstration like needles of
pines, flowers of Rose and a boy or girl and then ask the students what are these and how
they know that these are Rose, pines and a human being(boy or girl) for brain storming.
Development:
Now this is the time to take the students where do you want in your today's lesson which
is heredity.
During reproduction, living things pass on their characteristics to their offspring. This is
the reason that babies look like their parents. Plants grown from seeds resemble their
parents.
The transmission of characteristics from parents to offspring is called heredity.
The characteristics such as eyes colour, skin colour, hair color colour and height etc, are the
example of characteristics that are transmitted from parents to the offspring and are called
heredity characteristics.
using whiteboard and other av-aids.
Student Participation
experiments about it.
A teacher may ask the students just take the pencil paper and write their own characteristics on
the paper accurately.
Formative check
Closure/summarizing
Repeating and revised the lectures and point out the main point and order to students to find
the answers.
 What is the heredity?
 How living things look different from each other and why they have some
common things in them.
 Write a note on heredity.

Q1.What is characteristics?
Q2.What happens to off springs?
Q3.How does these characteristics transmitted?
Q4. Write four main characteristics of heredity.
Lesson Plan 6
Subject:
Science
Grade:
8th
Text book:
Punjab text book
Topic and sub topic:
Human organ system (nervous system)
Time duration:
40 minutes
General objectives:
Students will be able to know Human organs and Functions of human organs
Specific objectives:
 Students will be able to know Human organs.
 Students will be able to understand how human organs work?
 Students will be able to understand Functions of human organs.
Resources/material:
 Text Book
 Whiteboard
 Charts and av aids
 Duster and marker
 Hard Charts (for diagram)
 Internet resources
 Bio lab for experiment
 Magic chart
Procedure:
Introduction:
Teacher will ask following questions to make connection between prior knowledge and today's
topic:
Human body is made of different systems, can you name few of these?
Which part is responsible for coordination?
Function of these systems?
How our body works do they know?
Development:
Now a teacher makes a light bite on student's finger or he can press or his nail hard unless
students feel pain this activity leads the lesson towards main topic which is nervous
system.
Now ask the students why they feel pain and how this function works, whenever a person
gets injury on his foot while walking, he feels pain and his hand
Immediately reaches the injured site. Who asked the hand to reach the site? there is an
organ system in our body which carries messages from one part of the body to another
and coordinates body functions. This system is called nervous system. Human nervous
system consists of central nervous system and peripheral nervous system.
The central nervous system is composed of brain and spinal cord. The peripheral nervous
system consists of a network of nerves which connect the central nervous system to all
parts of the body.
Teaching procedure:
using whiteboard and other av aids.
Student participation:
experiments about it.
Formative check:
By questioning and performed by the student at that time during the class.
Closure/summarizing
Repeating and revised the lesson and point out the main point and order to students to find the
answers.

Q1.What is organ?
Q2.What happens to our nervous systems when we get injured?
Q3.How does nervous system works?
Lesson Plan 7
Subject:
Science
Grade:
8th
Topic:
Global Warming (green house effect)
Time duration:
40 minutes
General Objectives:
Students will understand about greenhouse effect works and Global warming .
General Objectives:
Students will understand.
 How the greenhouse effect works.
 The causes of the greenhouse effect.
 Effects of the greenhouse effect.
 Global warming has an influence on our climate and the effect it does
Materials:
Cereal bowl, plastic food wrap, two thermometers, a bright light source. (A 100 Watt
light bulb) white board, marker etc.
Introduction:
Begin by asking the students about sun and it's pros and cons then jump towards green
house, ask some questions about green house and it's working then move on next to its
effects and how we can settle it.
Development:
Explain to the students that they are going to demonstrate the effects of Global Warming.
Give each student a Scientific Method Sheet. Tell them what materials they need and to
discover how they are going to show the greenhouse effect. After they have gathered the
material, explain to the students how to fill in the scientific method sheet. State the
problem in a question, and then produce a hypothesis from the question.
Practice:
Experiential Learning - Conducting Experiment In groups of 3, the students will discover
the greenhouse effect. Begin by taking the temperature of the air in the room and write
this number in the scientific method sheet. Place the second thermometer inside the bowl
where it can be read and seal over the bowl with the plastic food wrap. The bowl
represents the Earth with the food wrap representing a layer of greenhouse gases. Place
the bowl close to the light bulb (or just set it in bright sunlight) so that the air in the bowl
warms up. 4. While the experiment sits, begin the notes showing how the plastic covered
bowl is like the Earth undergoing the greenhouse effect. Light gets in but heat can't get
out. 5. After 10 minutes, check on the experiment, and notice how to your surprise, the
temperature of the air in the bowl has increased.
Teaching procedure:
By giving demo, questioners asking from the students and give the answer in satisfied
manner, using whiteboard and other av_aids.
To present in enjoy full manner giving the intension by telling interesting information
and the experiments about it.
Formative check:
By questioning and performed by the student at that time during the class.
Closure/summarizing
Repeating and revised the lesson and point out the main point and order to students to
find the answers.

Q1.What is green house effect?
Q2.What happens to our environment?
Q3.How do we can settle it?
Q4. Which substance or molecules are major source of green house effects?
Home work:
Make a chart which shows green house effect clearly.
Lesson Plan 8
Subject:
Science
Grade:
8th
Topic:
Parts of an animal cell
Time duration
40 minutes
Content:
The parts of an animal cell will be identified and their roles defined. Vocabulary: cell
membrane, cytoplasm, nucleus, organelles.
Goals:
Students will gain an understanding that all animals have something in common--cells. Students
will recognize basic components of cells and their functions.
Objectives:
Students will label a cell's common structures and identify the functions of a cell's components.
Materials:
Cell poster, handouts, simple slides, website Model of a cell
Introduction:
How are people, dogs, and gorillas alike? Do we look alike? Walk alike? Eat the same food?
Show pictures of each using LCD projector.
Development:
I will explain that beneath the skin or fur we are all made of cells...the basic block for each
living thing. I will use connecting blocks of different colors to make the same shape. The
students will examine a slide for human blood under the microscope.
Practice:
Students will view different slides in the "gallery" with instructions to look for things that look
the same. The animated link for animal cells will be explored using the LCD projector so all can
see the animation. Parts are labeled and when clicked the component is shown with an
explanation of its role in the cell.
Accommodations:
Signs for the cell and its structures will be modeled and practiced with the interpreter. Cards
with the names of the structures will be available for the lower functioning students to copy.
Checking For Understanding:
Observation of student work, questions from students will indicate what they understand and
what additional information is desired. Deaf students are active questioners! Class discussion T/F
questions. Vocabulary matches will be utilized.
Closure:
All living things have cells. We have looked at animal cells. There are different kinds of cells
but all cells have some basic sameness. Different cells have different jobs, just like people.
Tomorrow we will explore different kinds of cells and their jobs and see if they can be compared
to the people in our school.
Evaluation:
Observation of students question/ answer and in pair practice with the flashcards. Examination
of student drawings and a follow up written quiz.
Home work: Make a chart which presents a clear picture of an animal
Lesson Plan -1
Subject:
Math
Grade level/ Class
Class 9th
Text Book
Mathematics 9
Topic & Sub Topic
Addition and subtraction of Matrices

1. Time duration:
40 minutes
2. General Objectives
After reading this topic, students will be able to:
 Write and ask students to present addition of matrices in front of the class.
 Recall what are matrices
 Differentiate between addition and subtraction of matrices
 Apply this method of matrices in real life
3. Specific/Instructional Objectives
Use Measureable verbs to state specific objectives e.g. See Bloom’s Taxonomy
Students will be able to:
 write the step of matrices
 Recall what is column and rows
 Discuss application of addition and subtraction of matrices.
 Mention that add or subtract two matrices, order need to be same.
 Explain the subtraction of matrices
4. Resources/Materials A.V aids (resources that will be used in the lesson)
 Text Book
 Whiteboard
 Board marker
 Duster
 Chart
 Picture/ flashcards
 Slide projector
 Internet Resources
5. Procedure
Introduction
Students will recall the previous concept of Matrices. Prior knowledge will be checked
by asking about Matrices. After getting response from different students, topic will be announced and
will be discussed in class.
Teaching Procedures (methods you will use in the classroom i.e. lecture method, activity
method, group work, pair work etc.)
I will use lecture method but in this 40 minutes lecture I will use 10 minutes for
group activity.
First of all, I will check the prior knowledge of students about this topic asking
few questions:
 What do you know about variables?

 What do you know about column and row?
 Either you heard this topic before?
Next I start the lesson with introduction
Write the topic of the lectures on screen in capital and bold letters
Start the lectures to describe and explain of matrices.
Addition and subtraction of matrices:
Matrices are rectangular array used to organize information. Each element is associated with the
two variables in accordance to horizontal and vertical categories. Two matrices of same order
and same horizontal and vertical categories can be added (demonstrated below).
Similarly two matrices of same order and arrangement can be subtracted (demonstrated below).
a. Student Participation (how will you get the students’ participation)
Group Activity:
Form different groups and assign different questions: I will assign the questions
to students and asked them to discuss with group members.
b. Formative check (check students’ understanding during the lesson)
At this stage I will ask students:
 What is addition of matrices?

 What is subtraction of matrices?
 Encourage students to carefully read the lesson about chemical reactions
c. Closure/summarizing (how will you end the lesson)
Repeating and revised the lectures and point out the main point and order to
students to find the solutions. Also invite students to share their learning about
this lecture.
6. Assignment or Homework (relevant to the specific objective of the lesson)

Assign matrices of 2x2,3x3 and 4x4 order e.g.
to students to find their sum and difference. 2. Ask students to search and note
application of matrices addition and subtraction from daily life situation. Guide the
students to solve the exercise problems given at the end of unit / chapter of the textbook.
7. Assessment of Student Learning (Propose questions for this lesson e.g. objective &
subjective)
Give two matrices of 2x2, 2x3, 3x2 and 3x3
Provide information about population of male and female in year 2000, 2005 and 2010 of
Punjab. Also provide same kind of information for any other province.
Ask students to organize information using two matrices.
Add and subtract both matrices.
Lesson Plan -2
1. Subject
Math
2. Grade level/ Class
Class 9th
3. Text Book
Mathematics 9
4. Topic & Sub Topic
System of Linear Equations
5. Time duration
40 minutes
After reading this topic, students will be able to:.
 write a system of two linear equations and related real life problems in two
unknowns using Cramer's rule
 Recall what is Algebra
 Apply and solve linear equations with the help of different methods
7. Specific/Instructional Objectives (Use Measureable verbs to state specific objectives

e.g. See Bloom’s Taxonomy)
 Recall what is equations
 Explain the solution of problem using elimination, substitution methods and Cramer's
Rule
 Mention the all Steps of Cramer's rule
 Apply the word problem convert into matrices
 Text Book
 Whiteboard
 Board marker
 Duster
 Chart
 Slide projector
9. Procedure
a. Introduction
b. Students will recall the previous concept of Linear Equation. Prior knowledge will be
checked by asking about Linear equations. After getting response from different
students, topic will be announced and will be discussed in class.
c. Teaching Procedures (methods you will use in the classroom i.e. lecture method, activity
group activity.
few questions:
 What do you know about matrices?

 What do you know about equations?
Start the lectures to describe and explain of linear equations.
Linear Equations:
Simultaneous equation and can be represented and solved with the help
of matrices and determinants.
2 3
A determinant can be represented as (2x7 – 3x4) = (14-12)=2.
4 7
Process of Cramer's Rule: Given the system of linear equations.

When solving a system of equations using Cramer's Rule, remember the following:
1. Three different determinants are used to find x and y. The determinants in the denominators
are identical.
2. The elements of D, the determinant in the denominator, are the coefficients of the variables in
the system; coefficients of x in the first column and coefficients of y in the second column.
3. D , the determinant in the numerator of x, is obtained by replacing the x-coefficients, a and x

1 a , in D with the constants from the right sides of the equations, c1 and c2 .
1. D , the determinant in the numerator for y, is obtained by replacing the y-coefficients, , b

and y 1 b , in D with the constants from the right side of the equation, c and c .
d. Student Participation (how will you get the students’ participation)
Group Activity:
Form different groups and assign different questions related to linear equations
which are literally easy to solve by crammer’s rule. Then I will ask the students to
ask any question related to the topic.
For example 2 x−3 y=5 and 5 x−4 y=9
e. Formative check (check students’ understanding during the lesson)
 What is meaning of linear equations?

 Example of linear equations
 Crammer rule?
 Encourage students to carefully read the lesson about linear equation
f. Closure/summarizing (how will you end the lesson)
this lecture.

 Solve a system of two linear equations and related real life problems in two
unknowns using Cramer's rule
 Write equations with the help of matrices.
subjective)
 Give some simultaneous equations to students and ask them to use Cramer's rule
to find out their solution e.g. y+2x=1 and 2y-5x=7 or 45x-23y=21 and 21x-
24y=17
 Give word problems and ask students to form simultaneous equation and with the
help of Cramer's rule to find solution e.g. price of 15 notebooks and 12 books is
Rs.1500/- and price of 18 notebooks and 15 books is Rs.2200. Find the price of a
notebook and a book.
 Ask students to develop some word problems which they can convert into
matrices and apply Cramer's rule to find solution.
Lesson Plan -3
1. Subject
Math
Class 9th
3. Text Book
Mathematics 9
Real Numbers
5. Time duration
40 minutes
 Define real numbers
 Differentiate between rational and irrational numbers in the end of lesson
 Write different fractions or numbers
7. Specific/Instructional Objectives (Use Measureable verbs to state specific objectives

e.g. See Bloom’s Taxonomy)
 write the examples of real numbers
 Recall what is numbers
 Differentiate between whole and real numbers
 Explain the real number line
 Text Book
 Whiteboard
 Board marker
 Duster
 Chart
 Slide projector
9. Procedure
a. Introduction
. Students will recall the previous concept of Real numbers. Prior knowledge will be
checked by asking about Real numbers. After getting response from different students, topic will be
announced and will be discussed in class.
group activity.
few questions:
 What do you know about numbers?

 What do you know about natural and whole numbers?
Start the lectures to describe and explain of real numbers.
Real numbers:
The set of real numbers as a union of sets of rational and irrational numbers
A real number is a value that represents a quantity, such as -5(as integer), 4/3 (a rational number)
and √ 2.
Numbers can be sorted into different sets, namely set of natural numbers, set of whole numbers,
set of integers, set of rational and irrational numbers. Rational numbers are those which could
be written as p/q form with q non-zero number and irrational numbers as never terminating,
non-repeating decimal fraction. Real numbers are union of rational and irrational numbers.
Different numbers can be depicted through real number line.
b. Student Participation (how will you get the students’ participation)
Group Activity:
c. Formative check (check students’ understanding during the lesson)

 What are real numbers?
 Example of real numbers
 Rational and irrational numbers?
 Encourage students to carefully read the lesson about this topic
this lecture.

 Ask the students to take any four natural numbers, whole numbers, integer,
rational and irrational numbers. Ask them to develop real number line by
drawing and rewriting their chosen numbers.
 Depict and discuss real numbers on number line
 Students to use calculators to convert written numbers in decimal
representations.
 Ask students to identify those values: which are whole numbers, terminating
decimal fractions, non-terminating with recurring, and non-terminating and
non-repeating decimal fraction.
subjective)
 Ask students to search and write definition of natural, whole, rational numbers
etc. along with examples.
 Give different numbers to students to identify name of sets they belong.
 Give different real numbers and ask them to write on real number line.
Lesson Plan -4
1. Subject
Math
Class 9th
3. Text Book
Mathematics 9
Common and natural log
5. Time duration
40 minutes
 Define logarithm.
 Write the types of logarithm
 Explain characteristic and mantissa of log of a number
7. Specific/Instructional Objectives (Use Measureable verbs to state specific
objectives e.g. See Bloom’s Taxonomy)
1. Define common logarithm
2. Recall what is natural and common numbers
3. Differentiate between common and natural logarithm.
4. Mention the properties of logarithm
5. Apply the Function of slide rule
 Text Book
 Whiteboard
 Board marker
 Duster
 Chart
 Log table
 Scientific calculator
9. Procedure
a. Introduction
Students will recall the previous concept of Common Log. Prior knowledge will be
checked by asking about Log. After getting response from different students, topic will
be announced and will be discussed in class.
Teaching Procedures (methods you will use in the classroom i.e. lecture method,
activity method, group work, pair work etc.)
I will use lecture method but in this 40 minute lectures I will use 10 minutes for
group activity.
few questions:
 What do you know about natural numbers?

 What do you know common numbers?
 What do you know about log?
Start the lectures to describe and explain of logarithm.
Logarithms Invention:
The logarithm was invented by three people, independently of each other, between 1553 and
1614, German Augustine Monk Michael Stifle, Swiss astronomer and mathematician Joost Bürgi
and Scottish Mathematician John Napier.
Logarithms (Concept)- If you multiply a number raised to two different powers, the result is
equal to the same number raised to the sum of the powers. This suggests a way in which
multiplication, difficult with complicated numbers, can be replaced by addition, much easier
even with complicated numbers. Properties of Logarithm:
COMPONENTS OF LOGARITHMS-
The fractional part of a logarithm is usually written as a decimal. The whole number part of a
logarithm is called the CHARACTERISTIC. This part of the logarithm shows the position of
the decimal point in the associated number. The decimal part of a logarithm is called the
MANTISSA.
Difference between Log and Natural log –
Log with base 10, or common log as it is popularly known is written as log x. There is another
value of base that is very popular and is known as natural log.. Natural log of a number is the
power to which e has to be raised to be equal to the number. We know that e X e = 7.389, hence
In(7.389) = 2. On the other hand, 10 X 10 = 100 hence, log 100 = 2

Group Activity:
 What is logarithm?
 Types of logarithm
 slide rule
 Encourage students to carefully read the lesson about logarithm
this lecture.

 Explain logarithm.
 What are common log?
 What is natural logarithm?
 What is a slide rule?
subjective)
Students will be given a project in a group of 4 or 5, to collect information, and present

on a chart paper with proper pictorial representation (this projects will encourage the use
of IT in their work), about following;
 slide rule,
 Function of slide rule
 Application of slide rule in logarithms
Lesson Plan -5
1. Subject
Math
Class 9th
3. Text Book
Mathematics 9
Polynomials
5. Time duration
40 minutes
 Define algebraic expression.
 Recall what is rational numbers
 Write algebraic formulas in this chapter
 Explain the polynomials in this chapter
7. Specific/Instructional Objectives (Use Measureable verbs to state specific objectives e.g.

See Bloom’s Taxonomy)
6. Define rational expression
7. Recall what is algebra
8. Differentiate between rational and polynomial.
9. Explain algebraic expression with polynomial
10. Calculate the absolute value of [10]
 Text Book
 Whiteboard
 Board marker
 Duster
 Chart
 Log table
 Scientific calculator
9. Procedure
a. Introduction
Students will recall the previous concept of Polynomials. Prior knowledge will be checked by
asking about polynomials. After getting response from different students, topic will be
announced and will be discussed in class.
I will use lecture method but in this 40 minute lectures I will use 10 minutes for
group activity.
few questions:
 What do you know about rational numbers?

 What do you know polynomials?
 What do you know about algebra?
Start the lectures to describe and explain of algebra expression.
Rational number-Rational number is a number that can be in the form p / q where p and q are
integers and q is not equal to zero
Rational Expression-The quotient of two polynomials is called a rational expression. A rational
expression is the ratio of 2polynomials...
We must be mindful of the final value of the denominator because the expression would be
undefined whenever the denominator equals 0.
Polynomial-Polynomial is a mathematical expression involving a sum of powers in one or more
variables multiplied by coefficients.
A polynomial quotient of two polynomials P (z) and Q (z) is known as a rational function. The
process of performing such a division is called long division, with synthetic division being a
simplified method of recording the division.
Algebraic Expression- An algebraic Expressions is an expression formed from any

combination of numbers and variables by using the operations of addition, subtraction,
multiplication, division, exponentiation (raising to powers), or extraction of roots.
Group Activity:
 What is algebraic expression?

 Formulas of algebraic expression
 Rational numbers
 Encourage students to carefully read the lesson about algebraic expression
this lecture.

 Define a rational expression as the quotient p(x)/q(x) of two polynomials p(x) and
q(x) where q(x) is not the zero polynomial.
Examine whether a given algebraic expression is a polynomial or not,
 Explain rational expression
 Real number line
 Algebraic expression and formulas
 Solve the questions
subjective)
Graph each set of numbers on a number line.
1. {Integers from -2 to 6, inclusive}
2. {-4, -3, -2, -1}
3. {Integers less than 1 but greater than -4}
4. {Integers greater than 2}
5. {integers less than or equal to 3}
6. {integers less than -4 + (-1)}
7. Standardized Test Practice: Which number shows the absolute value of -30?
Identify the P and Q in the following rational expressions
Lesson plan 1
1. Subject:
English
2. Grade:
10th
3. Text Book:
10th Text Book English
4. Topic &Sub topic:
Active voice and passive voice
5. Time Duration:
40 Minutes
6. General Objectives:
After teaching of this lesson, students will be able to
1. Differentiate between active voice passive voice sentences.

2. Check and guess the voice of a sentence.
7. Specific Objectives:
 Change a sentence into active voice or in passive voice.

 How to change a sentence.
 Understanding the rule of converting a sentence.
8. Resources/Materials A.V aids
Text Book
White Board
Duster
Board Marker,
Play cards
Models and Pictures
9. Procedure:
Teacher will discuss about the rules of identify a sentence as it is in active voice or passive voice
form.
She also discusses how to change these sentences in other form and tells about which sentence
are not applicable for changing. Teacher will also solve some sentence for students to understand
them perfectly.
a) Introduction:
In the beginning of the class, topic will be discussed with students. The teacher will explain
different aspects of the lesson by using text-book demonstrative methods of teaching. She will
make use of all the teaching aids well in time and adopt the Question-Answer Technique and
interest of all the students in the lesson. The teacher will make a comprehensive planning of his
lesson and its topic in order to make his teaching impressive and lasting.
Activity based method
Using different activities
Asking question like:
 Name the first and second person in a sentence?

 How we say that a sentence is in active voice form.
Formative check:
Asking question like
 She cooked the breakfast. This sentence is in active or passive form?

 He wrote a novel. Change the voice of sentence.
Closure/summarizing:
To give a quick review to the whole class discussion, teacher will tell important points related to
the topic.
Review the details of changing sentence into active voice or passive voice..
Allow students to give feedback about the exercise and any difficulties they may have had.
What would they do differently next time?

Write an essay on the topic Using different verb and identify the active and passive form of verb.
Write five sentences and change them in active voice and passive voice.
Review worksheets completed during lesson, use a commercial-made or teacher-created set of

word problems related to changing sentence into the active voice and passive voice.
Lesson plan2
1. Subject:
English
2. Grade:
10th
3. Text Book:
Try again (Poem)
5. Time Duration:
40Minutes
After reading this topic, students will be able to
 Improve the pronunciation of sentence reading.

 What is difference between poem and a simple lesson.
 Understand paraphrasing of poem.

 Understand central idea of poem.
Text Book
White Board
Duster
Board Marker,
Play cards
Models and Pictures
9. Procedure:
Teacher will discuss about the rules of poem. Teacher will read the poem aloud and say the
students to check their own vocabulary and pronunciation.
She also discusses how to get a goal after try again and again. She also tells the different stories
of trying again and they get their goal like the king of robros. He ran away from battle and takes
refuge I'm a cave and see the spider trying to his home.
a) Introduction:
In the beginning of the class, The teacher will check the discipline and seating arrangements of
the class. Then the teacher will explain references and contents of the lesson in an interesting
way. The teacher will advise the students to start every work in the name of Allah. It makes our
work easy and beneficial. The teacher will explain different aspects of the lesson by using text-
book demonstrative methods of teaching.
Lecture based method
I will ask students to tell different stories that they heard in their childhood by their loved ones
regarding bravery and untiring efforts
 Who wrote this poem?

 Why we should try again and again.
Formative check:
 Preserve means?
 What we learn from failure?
the topic.
Review the details of try again (poem).

Write the summary of try again in own words.
Write five limes of poem in which poet uses similes.
1. Who wrote a poem Try again?

2. Make s stanza related to poem Try again.
Lesson plan3
1. Subject:
English
2. Grade:
10th
3. Text Book:

Letter to "Mother"
5. Time Duration:
40 Minutes
 Understand principles, rules, composition and grammar of English,
 Know the status of English as a foreign language.
 Write a letter to their friends and families.
 Understand the importance of letter.
 Express their needs and feelings.
Text Book
White Board
Duster
Board Marker
Colored Marker
Play cards, Models and Pictures
9. Procedure:
a) Introduction:
The teacher will advise the students to start every work in the name of Allah. It makes our work
easy and beneficial. The teacher will explain different aspects of the lesson by using text-book
demonstrative methods of teaching. She will make use of all the teaching aids well i time and
adopt the Question-Answer Technique and interest of all the students in the lesson. The teacher
will make a comprehensive planning of his lesson and its topic in order to make his teaching
impressive and lasting
Formal lecture based method
Use different activities.
 What is the greatest gift of Allah Almighty?
Good Health
Formative check:
 How do you inform the mother when you become ill?
Through Letter
 Do you know about letter
the topic.
Review the details of writing Latter.
The teacher will ask the students to write another letters at least 5pages on your note books at
home.
1. Write a letter to your mother telling her about your good result.
Lesson plan4
1. Subject:
English
2. Grade :
10th
3. Text Book:

Direct and Indirect speech
5. Time Duration:
40 Minutes
 Recognize the differences between direct and indirect speech.
 Explaining when indirect speech would be used.
 Defining direct speech and indirect speech
 List rules for converting direct speech into indirect speech and indirect speech into direct
speech.
 Converting of direct speech to indirect speech using different tenses.
8. Resources/Materials A.V slides
Text Book
White Board Duster
Board Marker
Play cards
Models and Pictures
9. Procedure:
Teacher will first tell the students about identify and definition of direct and indirect speech.
Teacher will teach this lesson to improve the listening, learning, speaking and
communication skills. Teacher will give some examples with solution to teaching about the rules
of converting a sentence into direct and indirect speech.
a) Introduction:
The teacher will explain different aspects of the lesson by using text-book demonstrative
methods of teaching. He will make use of all the teaching aids well in time and adopt the
Question-Answer Technique and interest of all the students in the lesson. The teacher will make
a comprehensive planning of his lesson and its topic in order to make his teaching impressive
and lasting. So that He may be able to achieve the required aims of educational prospects with
definite results in fixed time easily
Activity based method
 Guess the tense and speech? I planted a tree.
 Reported speech is direct or indirect?
Formative check:
 Differentiate between direct and indirect speech?
 In present perfect becomes in indirect speech?

the topic.
Review the details of how we convert a sentence into direct or indirect.
Direct: He said, "I have passed the examination,"
Indirect: ___________________
Mother says. "I'm cooking your favorite dish
Indirect: ______________________
Julie said that she was late.
Indirect: ______________________
Write the rules for converting direct into indirect and vice versa.
Make 10 sentence of active voice and convert it into passive voice.
Highlight Subject, Object ad Verb in your sentences.

Lesson plan 5
1. Subject:
English
2. Grade:
10th
3. Text Book:

Faithfulness
5. Time Duration:
40 Minutes
 Understand rule, principal, composition and grammar of English.
 Importance of faith in Islam.
 Increasing general knowledge about faithfulness.
 Know the importance of faithfulness in daily life.
 Know the faithfulness of Hazrat Muhammad Life.
 Different incident of faithfulness like Hazrat Umer.
Text Book
White Board Duster
Board Marker
Play cards
Models and Pictures
3. Procedure:
Introduction:
Teacher will first tell the students about what faithfulness is and why it is important to the
people. Then teacher will read the first paragraph of the first aid lesson. Then je will write the
meaning on the white board and explain them briefly.
Then teacher will explain its translation by writing it also on the white board. After doing this
teacher will ask the students to do self reading and understand word meaning of these words with
translation.
After this teacher will discuss the benefits and reasons for faithfulness. Teacher will discuss
different incident that shows the importance of faithfulness. Teacher will also discuss with
students about how they become faithful in daily life.
Formal lecture based method
This lesson is about?
Why faithful is necessary for good life.
Formative check:
What is the meaning of complained?

What is the role of justice in our lives?
the topic.
Review the first paragraph of the lesson Faithfulness.
Allow students to give feedback about the exercise and any difficulties they may have had during
lesson.
Write down a paragraph on importance of Faithfulness in own words.
Write down the word meaning with translation of this paragraph.
1. What is importance of faithfulness in our daily life?

2. Write down summary of the topic faithfulness.
Lesson plan 6
Subject:
English
Grade level:
10th
Text Book:
Punjab Curriculum and textbook board, Lahore
Topic:
Hazrat Muhammad (SAW) an Embodiment of justice
Time and duration:
40 minutes
General objectives: After studying this lesson student will be able to:
 Understand recognize and practice values and attributes of justice for peaceful
coexistence
Specific/instructional objectives
After this lesson students will be able to:
 Attributes of justice
 Importance of an independent judiciary in a society
 Apply it in their daily life
Material:
 White board
 Marker
 Text book
Procedure:
a). Introduction: Hazrat Muhammad SAW life is a perfect model and example for
the people who want to attain goodness, piety, and success in their individual as well
as social life. People can seek light from the message and guidance from his life to
achieve perfection in the moral, spiritual and social areas of life. He has set very high
and noble ideals through his practical example for all mankind to follow in every field
of life.
Hazrat Muhammad SAW practically proved that no one could be more just and
equitable than the Rasool of Allah Almighty. As a young trader, he earned the good
reputation of being an honest, fair and just businessman. He always had fair and just
dealings with all people.
As head of the state of Madinah, he decided all cases on merit with justice and equity,
irrespective of color, creed, or race.
The Rasool SAW was so well known for his justice that evens the Jews, who were his
bitter enemies, brought their suits to him and he decided the cases in accordance with
the Jewish law. He very strictly followed the commandment of Allah: if they come to
you, either judge between them, or decline to interfere. If you judge, judge in equity
between them. For Allah loves those who judge in equity.
Teaching procedure: Lecture method, use of white board, questioning with students
Student participation: to present in enjoy full manner giving the intension by telling
interesting information and the experiments about it how to identifies the main
questionnaire
Formative check: Students learnt about Hazrat Muhammad life, attribution of justice,
kindness, etc
Summarizing: Review of lesson
Pre reading activity to help students predict the content of the text from the title, picture,
and by using their prior knowledge
Assessment of student learning:

Lesson end by short objective quiz and observation by asking short subjective question,
class participation,
Objectives Questions :
Equitable synonyms are:
A) Fair B) just C) equal
Ancestor synonyms are:
a) Antecedent (B) forefather (C) predecessor
Subjective Questions:
 Why did non Muslims trust the Rasool S.A.W?

 Why advice did the Rasool S.A.W give to Hazrat Ali?
How did the Rasool S.A.W resolve the issue?

Lesson plan 7
Subject:
English
Grade level:
10th
Text Book:
Topic:
Preposition
Time duration:
40 minutes
General objectives:
 After studying this lesson student will be able to know about Noun.
Specific/instructional objectives
After this lesson students will be able to: understand and recognize noun.
 Students will be able to write noun and practice them.

 Students will be able to recognize noun in text book.
Material:
 White board
 Marker
 Charts
 Some classroom material like book, pencil, table, water cooler etc
 Course text book board
Procedure:
Lecture method and discussion method use with white board, questioning with
students.
Introduction:
and the experiments about it how to identifies the main questionnaire
Formative check:
Students learnt about preposition it's used and recognition.
Summarizing:
Review of the lesson
Assessment of student learning:
o Birds are sitting__________ nest.
o Book is _______ table.
o Quiz
Lesson plan 8
Subject:
English
Grade level:
10th
Text Book:
Topic:
Noun
Time duration:
40 minutes
Material:
 White board
 Marker
 Charts
 Some classroom material like book, pencil, table, water cooler etc
 Course text book board
Teaching procedure:
Lecture method and discussion method use with white board, questioning with students.
Although the teacher does not anticipate a student struggling too hard or not being able to place
the card in the
.
and the experiments about it how to identifies the main questionnaire
Formative check:
Students learnt about noun it's used and recognition.
Summarizing:
Review of the lesson
Assessment:
1. Circle the noun
A) TV (B) house (C) Ali (D) Laptop
2. What is Noun?
3. Quiz

TPTG 2 Latest

Uploaded by

Copyright:

Available Formats

TPTG 2 Latest

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

TPTG 2 Latest

Uploaded by

Copyright:

Available Formats

TPTG620-Teaching Practice Long term

Student Name Sana Shabbir

Submitted To Mam Zareen Taj

Sr. No Grade/ Subject Topic/ Sub Topic

3 8 Science Effects of deforesting on wildlife

d. Closure/summarizing (how will you end the lesson

Q1.What is air pollution and its sources?

Q2.What is the major source of air pollution?

Q3.What is the 10 causes of air pollution?

 Aggravate lung disease causing asthma attacks and acute bronchitis.

 Irritation of the eyes, nose and throat

d. Closure/summarizing (how will you end the lesson)

 What is the main pollutant?

Assessment of Student Learning:

Q2.What happens if you breathe unhealthy air?

Q3.How does air quality affects our health keywords?

Q4.Write the seven types of air pollution ?

Q5.Write health effect of air pollution.

1. How does carbon monoxide affect the human body?

2. What is the Haldane equation used for?

3. How does nitrogen affect the human body?

5. How does lead affect the human body?

6. Which of the following belongs to class of extremely toxic dioxin compound(s)?

7. Crocidolite, actionide and amosite belong to which of the following category of

unique species exist in small isolated geographic locations in the world.

Closure/summarizing(how will you end the lesson

10.Assessment of Student Learning

1. In which forest we can see deforestation to large extent?

4. The best way to reduce deforestation is by_________________

5. Deforestation is a good process.

b) Environment friendly technology

3. Reduce, reuse and recycle can conserve our

About This Quiz & Worksheet

Quiz & Worksheet Goals

1. Actions individuals can take to protect the environment

2. Why individuals matter in environment protection

3. Political involvement in regards to the environment

The following skills will be practiced:

Apply relevant concepts to examine information

 Understand why individuals matter in environmental protection.

Save Earth Project:

Resources/Materials A.V aids:

Assessment of Student Learning:

Assessment of Student Learning:

Assessment of Student Learning:

Topic & Sub Topic

Addition and subtraction of Matrices

 What do you know about variables?

Next I start the lesson with introduction

Start the lectures to describe and explain of matrices.

Addition and subtraction of matrices:

a. Student Participation (how will you get the students’ participation)

b. Formative check (check students’ understanding during the lesson)

At this stage I will ask students:

 What is addition of matrices?

c. Closure/summarizing (how will you end the lesson)

6. Assignment or Homework (relevant to the specific objective of the lesson)

7. Specific/Instructional Objectives (Use Measureable verbs to state specific objectives

 What do you know about matrices?